hieved. He advocates active involvement of teachers in every step of the process as a necessary ingredient for success, noting that "feelings of joint responsibility and cooperation are not natural phenomena" (18). He also suggests that schools try to set reasonable goals, seeking to limit accomplishments within achievable limits rather than attempting to do everything and failing across the board.
McGreal identifies eight recognized sources of data useful to evaluation. He recommends three as having the greatest usefulness: student evaluations of the learning environment (rather than of the individual teacher), artifact collection and analysis (looking at all the instructional materials the teacher uses, from textbooks and lesson plans to tests, audiovisual aids, and study guides), and classroom observation by trained, experienced observers. He implies that the evalution of artifacts and the observations of classroom techniques would be carried out by the same team of administrators and teachers, which is arguably a weakness of the plan but does
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